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  • ...l analytical framework for examining the factors that contribute to robust learning across many domains.
    2 KB (289 words) - 18:50, 8 April 2007
  • Adaptive collaborative learning support, where an intelligent system assesses student collaboration as it o ...improving student interaction. The majority of the adaptive collaborative learning systems that have been developed have not been evaluated, and thus it is st
    19 KB (2,778 words) - 07:48, 19 August 2011
  • == Analogical Scaffolding in Collaborative Learning == ...y examining their verbal protocols. Learning will be assessed via [[robust learning|robust]] measures such as long-term retention and [[transfer]].
    19 KB (2,592 words) - 23:23, 2 July 2010
  • ...lities (Gentner, 1983; Gick & Holyoak, 1983; Hummel & Holyoak, 2003). This process discards the elements of the knowledge representation that do not overlap b [[Category: Learning Processes]]
    1,018 bytes (121 words) - 13:29, 29 August 2011
  • ...two examples, students can focus on the causal structure and improve their learning about the concept. ...lities (Gentner, 1983; Gick & Holyoak, 1983; Hummel & Holyoak, 2003). This process discards the elements of the knowledge representation that do not overlap b
    5 KB (732 words) - 21:55, 4 December 2009
  • ==Towards a theory of learning errors== ...mponents later when solving problems. We utilize a computational model of learning, called [ SimStudent] that learns cognitive skills
    10 KB (1,552 words) - 13:30, 29 August 2011
  • ...become more refined and accessible, through a reinforcement-based learning process that is mediated by the basal ganglia. Because basic representation of num ...blems lead to the refinement, via mediation of basal ganglia reinforcement learning mechanisms, of “number sense” representations in inferior parietal cort
    9 KB (1,289 words) - 14:57, 28 December 2006
  • ...students self-explain and thereby adding difficulty aids or harms eventual learning outcomes. ...k has demonstrated the effectiveness of self-explanation to enhance robust learning across multiple math and science domains and a variety of learners. Our goa
    10 KB (1,339 words) - 19:08, 17 November 2009
  • To promote in-depth understanding, avoid passive learning situations where a lone teacher mostly lectures while learners take notes. information to a receptive yet passive audience. This is fine for rote learning but not particularly conducive promoting to deep understanding.
    5 KB (784 words) - 19:36, 5 June 2009
  • == How Content and Interface Features Influence Student Choices Within the Learning Spaces== ...lso investigated how the content and presentational/interface aspects of a learning environment influence whether students tend to choose a gaming the system s
    27 KB (3,907 words) - 21:26, 5 December 2009
  • ...easures of [[long-term retention]], [[transfer]], and [[accelerated future learning]]. ...e]] with tutored [[procedural]] exercises effective for improving [[robust learning]] of algebraic problem-solving?
    13 KB (1,763 words) - 20:16, 15 December 2010
  • The process by which [[knowledge components]] are reorganized into larger structures an ...then generalized into global patterns. First language learning involves a process of generalization moving across these phases. Over time, these chunks and
    3 KB (376 words) - 15:40, 19 May 2009
  • *Node Title: Learning to read Chinese: [[Co-training]] in human (Study 2) ...nglish speakers learn to speak and read Chinese under various coordinative learning conditions.
    4 KB (514 words) - 01:01, 12 March 2008
  • ...person has to learn in a short amount of time, the more difficult it is to process information in [[working memory]]. ...g [[worked examples]] between problem solving activities has led to better learning and is claimed to do so because the worked examples relieve the extraneous
    1 KB (211 words) - 15:23, 27 August 2013
  • ...instructional method]] that structures the [[collaboration|Collaboration]] process by guiding the interacting partners through a sequence of interaction phase ...ight otherwise not occur, i.e. students are more likely to traverse useful learning paths than in unscripted collaboration. For example, the script prompts int
    2 KB (238 words) - 15:24, 31 August 2011
  • ==Supporting Conceptual Learning in Chemistry through Collaboration Scripts and Adaptive, Online Support== ...t dynamic adaptation of the collaboration scripts can further improve that learning.
    32 KB (4,436 words) - 15:06, 17 January 2008
  • ...(i.e., the differences in the log data - more errors, more hints, steeper learning curves, etc.). Without the condition data you would not be able to do this.
    3 KB (503 words) - 14:34, 16 May 2011
  • ...r learning through consolidation, which can result from various kinds of [[learning events]], including both those that we categorize as foundational skill bui Consolidation occurs over multiple timescales and may continue long after a learning event. Consolidation may refer to automatic processes operating on a neural
    2 KB (199 words) - 19:12, 12 December 2007
  • == Learning with Diagrams in Geometry: Strategic Support for Robust Learning == ...bal [[knowledge components]], and how these processes may support [[robust learning]].
    18 KB (2,358 words) - 15:27, 31 August 2011
  • A process for achieving self-supervised learning by integrating information from multiple sources or reasoning methods. Coordination refers both to the process of mapping between relevant visual and verbal information as well as to pro
    711 bytes (103 words) - 18:35, 30 March 2007

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